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CRTNET 1619: Access to Computer-Mediated Education
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Date: Sun, 5 Jan 1997 09:33:00 EST
From: Tom Benson 814-865-4201
+--------------------------------------------------------------------+ | | | CRTNET | | | | January 5, 1997 | | | +--------------------------------------------------------------------+ | Number 1619 | +--------------------------------------------------------------------+ | | | COMMUNICATION RESEARCH AND THEORY NETWORK | | | +--------------------------------------------------------------------+ | Edited by Tom Benson, Penn State University | +--------------------------------------------------------------------+ = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
CONTENTS --
-- CFP: Access to Computer-Mediated Education (Nick Evans)
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Date: Fri, 3 Jan 1997 14:51:36 -0600 (CST)
[from] Nick Evans
CALL FOR PAPERS
The Politics of Access to Computer-Assisted Education
Computer Research Section, Midwest MLA Chicago, November 6-8, 1997
Nicholas M. Evans Chair, M/MLA Computer Research Section English Department University of Texas at Austin Austin, TX 78712 nickevans@mail.utexas.edu
[Short description]
As 1997 Chair of M/MLA's Computer Research Section, I invite papers dealing with how institutions provide education- oriented access to computer technology and with how that access (or its lack) affects the pedagogical impact, range, and value of such technology. Demographically speaking, what students and learners have access to computer technology at various colleges, universities, or other institutions, and how can the range of such access be broadened (e.g., what administrative methods of instituting and expanding educational technology at colleges and universities have been successful)? How does the current level of access affect the educational value of computer-mediated interaction and communication, and how would changing that level increase the value and/or create pedagogical problems?
Please send paper (of no more than 2000 words) or 200-word abstract, including title and name(s), along with a cover letter with title, name(s), affiliation(s), complete mailing address(es), and e-mail, by April 15, 1997. Abstracts and cover letters can be mailed or e-mailed; papers should be mailed.
[Long description]
As 1997 Chair of M/MLA's Computer Research Section, I invite papers dealing with how institutions provide education- oriented access to computer technology and with how that access (or its lack) affects the pedagogical impact, range, and value of such technology.
Papers about institutional access--as provided by specific colleges, universities, or other organizational bodies-- could address issues including: To what social sectors (i.e., to students or community members of what particular demographic backgrounds) are existing programs of providing access aimed? What degrees or kinds of access do these programs seek to offer, and how successfully do they meet their goals? How can the programs' aims, success, and/or inclusiveness be increased? If academic or community settings lack computer-assisted educational facilities, what means of establishing and maintaining such facilities have been used elsewhere that can be emulated? The emphasis here can be on pragmatic concerns, such as information about sources of funding, methods of collaboration between the public and private sectors, and strategies of negotiation with administrative bodies to prioritize computer-assisted education.
Papers about the educational effects of access could address issues such as: How do the demographics of access affect the enactment, outcomes, and/or value of computer-assisted teaching, either in local terms (e.g., via local-area networks) or in national/international ones (via Internet- based media)? For example, especially in discussion- oriented learning, do these demographics impinge upon the diversity of perspectives on certain topics, limiting the range of issues and/or types of knowledge introduced into the conversations? Should the range of computer-mediated communication be expanded to include a wider range of participants, and, if so, how? What are the pedagogical problems or benefits of such expansion? The emphasis here can be on pragmatics, such as methods for cross-classroom or cross-campus collaborative teaching, or on discursive issues, such as effective strategies for representing social diversity in virtual media.
Please send paper (of no more than 2000 words) or 200-word abstract, including title and name(s), along with a cover letter with title, name(s), affiliation(s), complete mailing address(es), and e-mail, by April 15, 1997. Abstracts and cover letters can be mailed or e-mailed; papers should be mailed.
--Nick Evans, University of Texas at Austin
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END OF CRTNET * ```
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